EFL STUDENTS AND LECTURERS’ PERCEPTION TOWARDS AUTONOMOUS ENGLISH TEACHING AND LEARNING

Volya, Duti (2024) EFL STUDENTS AND LECTURERS’ PERCEPTION TOWARDS AUTONOMOUS ENGLISH TEACHING AND LEARNING. S3 thesis, Universitas Jambi.

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Abstract

This study aims to investigate the application of autonomous English learning two perspectives both lecturers and students at English study program of University of Jambi. A survey research was conducted by collecting 235 questionnaires from students and from 15 lecturers of English study program of University of Jambi. Afterward, the researcher interviewed 9 students and 5 lecturers. Descriptive statistics and thematic analysis were used to analyze the data collected from the questionnaire and the interview. The questionnaire results revealed that the students deemed the teacher to be the one in charge of their learning despite their positive perceptions of their decision�making abilities. Students of English study program are relatively better at understanding instructors teaching objectives and requirement and monitoring the use of learning strategies. Additionally, they are relatively weaker in setting up personal learning objectives and study plans, using learning strategies in an effective way and monitoring and evaluating the English learning process. Students of English study program have positive responds toward their responsibility and their lecturer responsibility in autonomous English. Most students regarded lecturers as bearing some responsibilities for all areas. A majority of students felt that lecturers were high responsible for all the activities. They perceive five developmental components concerning learning. The lecturers perceive that they already use innovative teaching, they provide appropriate media to gain the success of teaching, they motivate and facilitate their teaching, they provide students learning materials and resources, they apply ICT into language learning, they train students to develop their skills and strategies to become autonomous, they do curriculum reform, they do cooperative learning with other students and lecturers, and they do training teachers with positive statement. English lecturers rated learner autonomy is only achieved by certain learners, low level of technology application hinders fostering learner autonomy, examinations are barriers to the development of learner autonomy, the syllabus is supposed to determine everything that the lecturer does in the class, the teachers' knowledge about learner autonomy is a constraint to foster learner autonomy. English lecturers rated governmental educational policy is the main constraint of fostering learner autonomy in English study program. This study points out that both students and lecturers perceive positive perception on autonomous English learning. Finally this study suggests that English study program should formulate and implement autonomous learning into action in order to attend intended outcome of higher education namely employability. Key words: perception, students and lecturers, autonomous English learning

Type:	Thesis (S3)
Subjects:	L Education > L Education (General)
Divisions:	Pascasarjana > S3 Kependidikan
Depositing User:	VOLYA
Date Deposited:	03 Jul 2024 07:48
Last Modified:	03 Jul 2024 07:48
URI:	https://repository.unja.ac.id/id/eprint/66264

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